International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
Mathematics students’ conceptions and reactions to questions concerning the nature of rational and irrational numbers
APA
In-text citation: (Rizos & Adam, 2022)
Reference: Rizos, I., & Adam, M. (2022). Mathematics students’ conceptions and reactions to questions concerning the nature of rational and irrational numbers. International Electronic Journal of Mathematics Education, 17(3), em0686. https://doi.org/10.29333/iejme/11977
AMA
In-text citation: (1), (2), (3), etc.
Reference: Rizos I, Adam M. Mathematics students’ conceptions and reactions to questions concerning the nature of rational and irrational numbers. INT ELECT J MATH ED. 2022;17(3), em0686. https://doi.org/10.29333/iejme/11977
Chicago
In-text citation: (Rizos and Adam, 2022)
Reference: Rizos, Ioannis, and Maria Adam. "Mathematics students’ conceptions and reactions to questions concerning the nature of rational and irrational numbers". International Electronic Journal of Mathematics Education 2022 17 no. 3 (2022): em0686. https://doi.org/10.29333/iejme/11977
Harvard
In-text citation: (Rizos and Adam, 2022)
Reference: Rizos, I., and Adam, M. (2022). Mathematics students’ conceptions and reactions to questions concerning the nature of rational and irrational numbers. International Electronic Journal of Mathematics Education, 17(3), em0686. https://doi.org/10.29333/iejme/11977
MLA
In-text citation: (Rizos and Adam, 2022)
Reference: Rizos, Ioannis et al. "Mathematics students’ conceptions and reactions to questions concerning the nature of rational and irrational numbers". International Electronic Journal of Mathematics Education, vol. 17, no. 3, 2022, em0686. https://doi.org/10.29333/iejme/11977
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Rizos I, Adam M. Mathematics students’ conceptions and reactions to questions concerning the nature of rational and irrational numbers. INT ELECT J MATH ED. 2022;17(3):em0686. https://doi.org/10.29333/iejme/11977

Abstract

In this paper, we present parts of an online qualitative research project which lasted a whole semester about the understanding of real numbers by sixty first-year Greek mathematics undergraduate students during the COVID-19 pandemic. We focus on the distinction between rational and irrational numbers and their location on the number line using straightedge and compass. The results, came of questionnaires, focused interviews and tasks, disclosed some gaps regarding real numbers that the students had from school and revealed confusion between irrational numbers and their decimal approximation. The results also led us to group students’ conceptions of rational and irrational numbers into five categories related to the number and pattern of decimal digits. Teaching practices and perspectives as well as the, negative, impact of the pandemic on teaching and learning mathematics are discussed.

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